The Sámi People in Scandinavia: Government Policies for Indigenous Language Recognition and Support in the Formal Education System

2014 ◽  
pp. 187-205
Author(s):  
Mina O’Dowd
Keyword(s):  
Education System ◽  
Formal Education ◽  
Government Policies ◽  
Indigenous Language ◽  
Language Recognition

scholarly journals Importing Branch Campuses to Advance Egypt’s Development

2018 ◽  
pp. 7
Author(s):  
Jason E. Lane
Keyword(s):  
Higher Education ◽  
Education System ◽  
Government Support ◽  
Government Policies ◽  
Political Environment ◽  
Higher Education System ◽  
Branch Campuses ◽  
Academic Capital ◽  
Increasing Demand ◽  
Foreign Universities

As Egypt seeks to reposition itself in the international community, one strategy it has adopted is to import academic capital from other countries to bolster its own higher education system and enhance its internationalization efforts. Increasing demand for higher education and vocal government support may be alluring to potential partners; but repressive government policies and an uncertain political environment may make it a risky gamble for foreign universities.

scholarly journals Trends in ICT and Multimedia Supported Education

Organizacija ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 131-139
Author(s):  
Marko Papić ◽  
Janez Bešter
Keyword(s):  
Social Learning ◽  
Educational System ◽  
Education System ◽  
Formal Education ◽  
Virtual Communities ◽  
Knowledge Society ◽  
Practical Implementation ◽  
Specific Information ◽  
Traditional Lectures ◽  
Supported Education

Trends in ICT and Multimedia Supported EducationThe formal educational system is facing different problems regarding adaptation towards the needs of a modern knowledge society. In the article, two important and comprehensive challenges to today's formal educational system are discussed and commented upon. The first problem is the incoherence between the needs of the labor market and formal education system outcomes in terms of graduated students. Another problem is the distancing between the prevailing traditional pedagogical methods within formal educational institutions and the ways in which students acquire information and knowledge outside of the schools as they are becoming less and less interested in traditional lectures. It is argued that specific information and communication system technologies (ICT) supported mechanisms, such as social learning and virtual communities may address these challenges. Theories of communities and social learning that may be useful for implementation in the education system are explained and practical implementation is proposed.

REKOGNISI KEBIJAKAN PEMERINTAH TERHADAP PESANTREN SEBAGAI LEMBAGA PENDIDIKAN DI INDONESIA

2021 ◽  
Vol 3 (2) ◽  
pp. 28-41
Author(s):  
Muh Mustakim
Keyword(s):  
Religious Education ◽  
Education System ◽  
Education Institution ◽  
Government Policies ◽  
Educational Institutions ◽  
Indonesian Government ◽  
Independent Existence

Pesantren is the oldest Islamic religious education institution in Indonesia. However, the regulations and recognition of the Indonesian government are not the same as the recognition of schools, why? The results of this study show that government policies and pesantren recognition are divided into five periods, namely recognition of the existence of pesantren; recognition of pesantren as religious educational institutions in Indonesia; pesantren are equivalent to school and madrasah; pesantren as part of the Indonesia education system; and the period of independent existence of pesantren as educational institutions.

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2019 ◽  
pp. 60-76
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

scholarly journals Affective Characteristics for 21st Century Learning Environments: Do They Matter?

2020 ◽  
Vol 14 (12) ◽  
pp. 186
Author(s):  
Su Luan Wong
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Current Literature ◽  
Education System ◽  
Student Behavior ◽  
Formal Education ◽  
Positive Impact ◽  
21St Century Learning ◽  
First Century ◽  
Affective Characteristics

<p class="0abstract">Twenty-first century learners are media-centric and heavily reliant on technology. Internet-accessible resources are always at the students’ finger-tips and they learn through such resources anywhere, anytime. Unfortunately, formal education in most part of Asia remains largely examination focused given the immense pressure to obtain paper qualifications. Our challenge today is how do we make students learn on their own volition? How do we then sustain learning when the education system is still very much examination-centric? Success in learning is not always dependent on the ways students are taught in the classroom or the tools they use to learn but can be very much affected by the learners’ affective characteristics. This paper highlights two selected affective characteristics — attitudes and interest, as previous and current literature continue to suggest their positive impact on student behavior including learning.</p>

Learning film production

2014 ◽  
Vol 26 (5) ◽  
pp. 296-309 ◽  
Author(s):  
Leona Bunting ◽  
Margaretha Herrman ◽  
Marita Johanson
Keyword(s):  
Education System ◽  
Design Methodology ◽  
Formal Education ◽  
Film Industry ◽  
Intrinsic Value ◽  
Film Production ◽  
Structured Interviews ◽  
Content Type ◽  
The Individual ◽  
Practical Implications

Purpose – The purpose of this study is to contribute knowledge about learning linked to the film industry by investigating how film producers reason about learning for and in the profession. Design/methodology/approach – This study is based on semi-structured interviews with 20 film producers, both university and workplace trained (UWT) and workplace trained (WT). The content analysis is based on the transcribed dialogues. The study is empirical, explorative and qualitative. Findings – The interviewees consider networks to be of utmost importance for gaining entrance to and continuously finding work in the film industry. They also reason about required knowing and what learning practices are available. Although formal education is not advocated by all, it can hold intrinsic value for the individual. Traditions of learning are being scrutinized, and critical reflection is replacing naivety and emotionality. Practical implications – Different aims regarding learning in the formal education system and film industry result in a gap which needs to be bridged to challenge conserving and reproducing patterns of learning. Collaboration is suggested as a solution benefiting both the individual learner and the film industry. The resulting knowledge from this study can thus be used by the formal education system and the film industry when developing forms for collaboration surrounding learners of film production. Originality/value – The focus presented in this paper of learning in and for film production has been sparingly addressed in previous research.

Integrating multicultural music education into the public elementary school curricula in Thailand

2019 ◽  
Vol 37 (4) ◽  
pp. 547-560 ◽  
Author(s):  
Nantida Chandransu
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Music Education ◽  
Education System ◽  
Culturally Diverse ◽  
Formal Education ◽  
Classical Music ◽  
Multicultural Music Education ◽  
Multicultural Music ◽  
School Curricula

This article reflects on various challenges encountered during a pilot action-based research “Integrating Multicultural Music Education into the Elementary School Curricula of Public Schools in Thailand.” This project was set up to develop lesson plans, activities, teaching tools and evaluation methods for music teachers. As a pilot-curriculum model, it pays particular attention to cross-cultural understanding for helping Thai children gain a sense of cultural conceptualization and the skills necessary for growing up in a racially, religiously, and culturally diverse society. This research attempts to explore possibilities for various music cultures introduced to the formal education system in Thailand, which had previously restricted music education to nationalist-based Thai music and certain samples of Western classical music. Once children discover multiple music cultures, their perspectives are broadened. The outcomes of this research will also be beneficial for future instruction designs. The attempt to update music education in the Basic Education level to accommodate changing social and cultural contexts affected by globalization and urbanization will raise awareness of cultural diversity and the direction of music education curriculum development. Music education through the Thai formal education system is one method of preparing children to grow up in a culturally diverse world.

The Historical, Present and Futurenessof Environmental Education in India

2011 ◽  
Vol 27 (1) ◽  
pp. 122-133 ◽  
Author(s):  
Sylvia Almeida ◽  
Amy Cutter-Mackenzie
Keyword(s):  
Environmental Education ◽  
Education System ◽  
Formal Education ◽  
Indian Education ◽  
Future Directions ◽  
Education In India ◽  
Practice Gap ◽  
Theory Practice Gap

AbstractWhat is distinctive or indistinctive about environmental education in schools and other formal education settings in India? In essence, what is thenessof environmental education in the Indian education system? Our responses to these important questions form the focus of this paper, shedding light on the historical, present and future directions (orness) of environmental education in India. In effect, we attempt to capture thenessof environmental education by considering practice, policy and research developments throughout the various contemporary and traditional environmental education movements. In so doing, we identify a theory-practice gap and a dire lack of research as some of the pertinent issues facing environmental education in India. In conclusion we discuss possible future directions that environmental education might take in addressing these issues.

Sign in / Sign up

Export Citation Format

Share Document